Adolescent Transition Planning

Adolescent Transition Planning Paper
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Adolescent transition planning is a vital process aimed at assisting exceptional learners in navigating from primary and secondary education to adulthood more effectively. Historically, transition planning has undergone significant shifts because of the evolution of case laws and legislation, rendering it imperative to inspect its effect on schools, families, and educators. Transition planning is vital in supporting adolescents, especially those through the autism spectrum, to succeed in education and successfully transition to employment sectors. Transition planning is a crucial process that assists adolescents in communication and socialization. Transition planning has scientifically been connected to enhanced self-determination, higher employment opportunities, educational success, and improvement in community participation. This paper examines the historical background of adolescent transition planning, case laws and legislation influence, stakeholder impact, and primary components for an effective transition plan.
Historical Background
Over the past decades, adolescent transition planning has evolved significantly due to the influence of case laws and legislation. For example, the Education for All Handicapped Children Act (EHA) of 1975 established a pivotal movement in the United States (U.S.) by offering free and proper educational services for disabled minors, including transition services for children aged 16 and above. The act ensured the availability of materials for handicapped children and effortless collaboration with state educational agencies. EHA would later be re-sanctioned as the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004, cementing the focus on transition planning and services. The IDEA outlined a shift from focusing entirely on academic achievement to incorporating post-secondary objectives and transition services in the Individualized Education Program (IEP) (Cavendish & Connor, 2018). The law focused on the necessity of preparing students for a better life after high school by collaborating with them in planning their transition and interacting with families, community agencies, and schools.
Impact on Families, Schools, and Educators
The transition planning legislation significantly impacted the primary exceptional learners' schools, families, and educators. For families, including transition planning in the IEP allowed them to efficiently participate in the goal setting and aspirations for learners' future, crafting a more person-centered and individual approach to education (Cavendish & Connor, 2018). It allowed families to speak up for their children's needs outside the classroom. The act presented new difficulties and obligations for schools and educators (Chandroo et al., 2018). They had to create comprehensive transition plans, form alliances with neighborhood organizations, and provide suitable resources and support for exceptional students. Educators had to broaden their skill sets and work together across disciplines to provide comprehensive transition assistance.
Case Law Impacting Adolescent Transition Planning
The 2017 Suprem...